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1 Dmgordon@Umich.Edu Rtolman@Umich.Edu Work: (734 Empowering Community Through Creative Expression RC HUMS 334--001 & SW 513-001 Fall 2015 Wednesdays 3-6pm Room B856 Residential College, East Quad RM. B856 Instructors Deb Gordon Gurfinkel (RCHUMS 334-001) Rich Tolman (SW 513-001) [email protected] [email protected] Work: (734) 649-3118 Work: (734) 764-5333 Office Hours: Wednesdays Office: SSWB 3703 9am – 2pm Please make appointments for office hours COURSE DESCRIPTION How can the arts affect change in communities? This course challenges the understanding of what it means to be empowered and how to be an agent of empowerment. The class fosters students’ ability to apply the arts as a tool for change in issues of social justice, including as an educational tool in response to the impact of racism and classism on equal access to educational resources for children and youth in the United States. Students will develop the capacity to formulate creative arts interventions through exposure to engaged-learning practices class and at their weekly community-based internship at one of the exemplary arts and social justice organizations that partner with this class in Ypsilanti, Ann Arbor and Detroit. This course offers students a collaborative learning experience with Residential College and School of Social Work faculty, community artists and community members from local agencies serving families and youth. Students explore how this genre affects personal, community, and societal transformation through self-reflection, creative response, and the written and recorded work of arts innovators. LEARNING OBJECTIVES: • Apply and articulate values, ethical standards and principles unique to arts-based interventions involving diverse populations and settings. • Increase in understanding about the ways that historically racist and class biases have systemically affected the educational and career paths of African-Americans, Latinos, those living in communities with low Social Economic Status and those with intellectual and physical disabilities. • Identify ways to match arts-based interventions methods effectively and ethically with community members, across diverse populations and cultural backgrounds. • Understand how language and dialect affect personal empowerment. • Describe ways that arts-based interventions can contribute to social change and social justice at the individual, organizational and community level. 1 • Demonstrate ability to form alliances and collaborations and communicate empathically. • Understand the role of the arts in the process of community, social and individual change and acquire skills in using the arts effectively for these purposes. • Identify a range of arts-based intervention methods that can be applied to individual and community change efforts. • Apply in some depth at least one method of arts-based intervention in an applied community setting. • Develop understanding of group skills needed for community collaboration and intercultural interaction. • Apply strategic planning design and analysis of systems (e.g. logic models) to arts-based intervention at the community level. • Conduct grant writing and proposal writing to support arts-based interventions. • Understand the role of volunteers in carrying out the work and fulfilling the missions of arts-based interventions and how they relate to staff, artists and community members involved in the intervention. • Utilize a wide perspective of arts-based approaches that engage, strengthen and build wellbeing at the individual, organizational and community level. Text and Readings: All texts are available on C Tools in Resources except for the book The Skin That We Speak: Thoughts on Language and Culture in the Classroom Edited by Lisa Delpit and Joanne Kilgour Dowdy 2002 The New Press. Students will need to obtain this book and have read it by October 21st. All of the required videos links are easily accessible and have subtitles. Weeks 1 and 2 9/9 & 9/16 Themes: Class orientation, Team Building, Internship Information and Selection Confirm Internship Selections by Week 2. Required Reading Levine, Stephen K. “Art Opens to the World: Expressive Arts and Social Action” Art in Action: Expressive Arts Therapy and Social Change (2011): p. 21-31 Assignment Due for Week 2 Bring in a response to the question, “What is the Purpose of Art?” Week 3 – NO CLASS Due to Instructors Religious Observance 9/23-Yom Kippur 2 Assignment Bryan Stevenson’s TED Talk on Identity and Injustice http://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice Week 4 9/30 Themes: Social Identity, Defining Social Justice, Entering and Exiting Community • Identify own social, racial and cultural identities and group memberships and understand how these relate to arts-based work with community members, collaborators and others. • Envision what social justice could look like in specific contexts, • Develop understanding of group skills needed for increasing intercultural interaction and cross-cultural collaboration at the community level. • Demonstrate intersectional humility in communication and interactions with others, • Incorporate insights from those with insider and outsider statuses into social justice planning and actions. Required Reading Gasker, J. A., & Fischer, A. C. (2014). Toward a Context-Specific Definition of Social Justice for Social Work: In Search of Overlapping Consensus. Journal of Social Work Values and Ethics, 11(1). Spencer, Michael. “A Social Worker’s Reflections on Power, Privilege, and Oppression.” Social Work 53.2 (2008): 99-101. Langhout, Regina Day. “Where am I? Locating Myself and its Implication for Collaborative Research.” American Journal of Community Psychology 37 (2006): 267-274. Assignment Due 1st Reflection Week 5 10/7 Theme: The Power of Arts for Change; the arts as a tool for individual, community and organizational empowerment. Students are introduced to the work of community activists, teachers and artists Dorothy Heathcote and Hector Aristizabel. Students will: • Learn about pedagogies that promote the healing of individuals and communities through arts interventions, specifically Aristizabel’s Blessing Next to the Wound. • Students are introduced to drama in education specialist Dorothy Heathcote’s Mantle of the Expert pedagogy and practice engaged-learning methodologies in order to add new skills to their arts intervention toolbox. Required Reading Lefer, Diane, “The Blessing Is Next To The Wound” The Sun 358 (2005): 5-13 & Lefer, Diane 3 Aristizabel, Hector. The Blessing Next to the Wound A Story of Art, Activism and Transformation (2010): 221-236. Please note that theses two texts are both headed “Blessing Next to the Wound” on the Reading list in Resources. Heathcote, Dorothy and Bolton, Gavin. Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Forward by Cecily O’Neill (1995): vii-24. Gullett, David E. “Enhancing Student Learning Through Arts Integration: Implications for the Profession” The High School Journal April/May 2008 University of North Carolina Press. Recommended Reading Kappula, Katri. “Dorothy Heathcote’s Living Through Drama in General and Religious Education.” Fellowship Report. The Farmington Institute 1999. ) Assignment Due 2nd Reflection Week 6 10/14 Theme: Using the arts to address personal and societal conditions. Visiting artists Mark Strandquist, Val Mann, Natalia Harris and Lloyd Shelton lead an interactive class that provides examples of how their art-discipline empowers themselves and the groups with which they work, and share their personal journeys. Required www.peoplespaperco-op.com 12mins. How Bad Is the School-to-Prison Pipeline? Fact sheet and community discussion. http://www.ted.com/talks/jamila_lyiscott_3_ways_to_speak_english?language=en 5 mins. Sandahl, Carrie Disability Art and Artistic Expression Lalvani, Priya and Broderick, Alicia A. “Institutionalized Ableism and the Misguided ‘Disability Awareness Day’: Transformative Pedagogies for Teacher Education” Assignment Due 3rd Reflection Site Reports Week 7 10/21 Theme: Language and Power, the Power of Language Referring to Lisa Delpit’s book, The Skin That We Speak, students will: 1. Identify the ways in which individuals experience language as a personal reflection of gender, race, class and/or sub-culture through the sharing of personal experiences. 2. Deepen understanding of how language and communication (code-switching) impact community practice and arts intervention methodologies. 4 3. Identify how the power of language/language of power is significant to the goals of personal and community empowerment. Required Reading The Skin That We Speak: Thoughts on Language and Culture in the Classroom by Lisa Delpit and Joanne Kilgour Dowdy Assignment Due 4th Reflection Site Reports Week 8 10/28 Theme: Education, An Issue of Social Justice Visiting education specialist Dr. Simona Goldin (School of Education) provides an historical backdrop to the current racist and classist inequalities in education policy and teaching practices in American schools. She poses the questions, ‘why is education the social justice issue of our time?’ and ‘why is it that so many children have permission to fail?’ Race and class disparities in K-12 classrooms are examined and linked to the work at the community sites. Required 150 Different Ways of Knowing: Representations of Knowledge in Teaching S Wilson, L. Schulman and A. Reichert Dear Zora: A Letter to Zora Neale Hurston 50 Years After Brown. The Graduate Center, CUNY Critically Engaged Learning; Connecting to Young Lives. J. Smyth,
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